Created By: Sierra MaySubject: LiteracyGrade: 4thEstimated Length (days or weeks): About 21 school days

Unit Overview:

The Unit is designed to fit later into the year after students have had ample opportunities to practice writing. Students will be expected to be familiar with the writing process. The Unit will explicitly teach how to cite evidence while writing an explanatory paragraph, but not explicitly teach how to use transitions, or other components required in an explanatory paragraph. Students will need access to a journal for some assignments. An online google classroom format would be easy to use instead of a handwritten journal, this may be an accommodation for those who struggle with handwriting.

The Unit has been designed to take place in a four-day school week, so the class lengths are longer. This is optional and can be easily adapted into shorter periods of time. This would require adding extra days to cover the material thoroughly.

Students will need a folder or binder to collect all their reflection sheets and the articles read in class. The summative project will require students to synthesize information from the multiple texts they’ve received in class.

The Unit has been designed with the use of Plickers. This is a technology component that is meant to bring active involvement and engagement. The teacher will need to have access to this free website and app either on a phone or iPad for use by the teacher only. Only one device is needed. Students will need cards that are previously printed and laminated. This is an optional component to the Unit and can be easily converted to a paper/pencil quiz if the teacher prefers. The teacher will add the questions posed in the Unit into the free website, then display them on the board. With training, students will display their answer on their personal Plicker sheet, and then the teacher will use a cellphone or iPad with the downloaded app, to scan (similar to video) the students’ answer. The app records their answer, then displays a bar graph on the screen representing their choices. It’s a great tool for discussing different opinions.

The unit is designed to be an introduction or expansion of Greek Mythology (aligned with 4th grade curriculum), Native American lore (also aligned with Idaho 4th grade curriculum), pop media, and current events. The Unit focuses on stories and myths from history to deepen their understanding about the “hero” that is often referred to in literature and current media.

Students may need access to technology, as one of the optional final assessment projects is a Google Slide Presentation. Students will need to have prior experience working with Google Slides, as it is not taught within the Unit. If technology is not available, there are other options that don’t require it.

All materials are in Google Doc form and can be easily copied into a Google Classroom to allow for accommodating students’ writing abilities/needs. Some classroom’s might prefer to submit all the work through Google Classroom rather than in printed/written form.

Unit Rationale:

Key Shift #2: Students will participate in Reading/Writing/Speaking that is grounded in evidence from the text, across the curriculum.It is important for students to understand how to convey information gathered from various sources and present it in a clear way through technology and speaking.

The Unit is developed for fourth grade students who are becoming more interested and engaged in the news and world around them. Society today shows so many various perspectives in the news, and it’s important for students to know how to sift through those perspectives and absorb information, then process it independently. The purpose of the Unit is for students to form their own ideas and opinions about today’s and past heroes.

Because the Unit goes into deep levels of discussion about somewhat controversial subjects, there are a lot of discussion activities and modeling within the Unit to accommodate for more students. For each new task, there is an I-Do, We-Do, You-Do model that allows for gradual release of responsibility from the teacher to the students.

Essential Question(s) (Modules 2 and 3):

How is the “hero” defined as a hero?

How does point of view change the hero?

Enduring Understandings (Modules 2 and 3):

Students will be able to understand a situation from a different point of view and determine their own valid understanding of the experience or situation. They will construct justifiable arguments with effective, valid evidence.

Measurable Outcomes (Modules 4, 6 and 7):

Learning Goals:

Students will report on a topic to describe a hero from multiple points of view.

Students will use details from multiple texts to report on a topic.

Students will include consideration of point of view while forming their own ideas.

Students will speak clearly and at an appropriate pace.

Success Criteria:

Students can use relevant facts and sequence these in a meaningful way when speaking about a topic.

Students will stay on topic, using interesting details to support their main ideas.

Students will use effective details from multiple texts.

Students will speak at an appropriate volume (not too quiet and not too loud) and pace (not too slow and not too fast) to help their listeners understand.

Targeted Standards (Module 3):

Idaho English Language Arts/Literacy Standards:

RL.4.9

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RI.4.9

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

W.4.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Supporting Standards

W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2.A

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.4.2.B

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2.C

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2.E

Provide a concluding statement or section related to the information or explanation presented.

SL.4.4

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Supporting Standards- Content Standards:

Social Studies, Grade 4

Goal 1.3: Identify the role of American Indians in the development of the United States.

4.SS.1.3.3 Identify characteristics of American Indian tribes and other cultural groups in Idaho.

4.SS.1.3.5 Identify how American Indian tribes in Idaho governed themselves.

4.SS.1.3.6 Describe American Indian cultural materials and their use in everyday life.

Summative Assessment (Module 4):

Summative Assessment Description: Students will create and report (Google Slides, informational video (filmed on iPad), written essay/song/rap/poem, story book or comic strip) on the topic “How Can a Hero also be a Villain?” using descriptive details from multiple texts that convey their understanding and synthesization. Refer to the Rubric on how this will be evaluated in a fair way.

Depth of Knowledge (DOK) Explanation: The DOK Level for the summative assessment is a 3 or 4. The project requires to formulate and construct ideas about a similar theme of heroism (RL.4.9) after reading texts (Level 3) and then synthesize information from multiple texts (RI.4.9) to analyze their idea, considering point of view and perspective (Level 4) and finally creating a project to share with the class (Level 4).

Student presents information that clearly showcases understanding of point of view and how a hero might also be considered a villain, using examples and details.

Student presents information to showcase some understanding of point of view, however examples and details are left out.

Student does not address the question in a clear way to showcase understanding of point of view.

Student cites evidence from at least two texts to explain their ideas.

Student clearly has evidence and informational pieces from at least two texts. Texts are cited properly.

Student only cites evidence from one text OR the texts aren’t cited properly.

Student does not clearly cite evidence from any texts.

Student chooses supportive details that are accurate, interesting, and appropriate.

Student has a variety of detail (three or more) to explain the topic with information that is accurate, interesting, and appropriate.

Student has some detail (one or two) to explain the topic, however the information may not be completely accurate or appropriate.

Student does not choose details to explain the topic that are accurate or appropriate.

Student provides a written explanatory component with the final project.

For example: written words on google slide pages, a script detailing video speech, written essay or lyrics, written words in story form, or written words with comic strip.

Student provides a complete written component with the final project. Writing must be equivalent to three paragraphs of writing.
For example: written words on google slide pages, a script detailing video speech, written essay or lyrics, written words in story form, or written words with comic strip.

Student provides a somewhat complete written component with the final project. Writing is equivalent to one or two paragraphs of writing.

The text focuses on the somewhat tragic story of Theseus and the Minotaur. The details are kept at a minimally gruesome level, suitable for upper elementary students. Some of the vocabulary might be unfamiliar to the students without much background in mythology, however the text does a good job explaining within the story meanings - and the text comes with a built-in glossary making the text especially accessible to students with lower reading comprehension abilities or ESL students.

The text does a great job of demonstrating a typical mythological “hero” showcasing bravery, a willingness to defend his people, and strength - but who also, within the same storyline, shows selfishness and unheroic qualities that lead to the death of his father.

What is your final recommendation based on quantitative, qualitative, and reader-task considerations? Why?Moderately Complex

While the quantitative measure places this text right in the 4th-5th grade level, it will be a struggle for some students to sort through the Greek names and places. Understanding the facts of the story will be easily accessible with mild supports. The qualitative measures place the text at a moderately complex level when considering the conflicting acts of Theseus and his heroic/unheroic deeds.

The main task for the reader is to sort out their own opinion about what makes a hero and will require more complex thinking and comparing/contrasting with other literary works that focus on heroes.

The structure is slightly complex because the story is clear and easy to follow while written in chronological order of events and has no illustrations. Language Clarity and Conventions (including vocabulary load): The language is moderately complex. Most of the vocabulary is familiar, with less familiar words being explained within the text or included glossary. Most of the text is written in simple or compound sentences, but with occasional complex sentences as well. Levels of Meaning/Purpose: The meaning and purpose of the text is moderately complex due to a main theme being presented: a heroic deed. However, in a subtle way, the theme can become a little more abstract when the hero performs an act that is less heroic and results in the death of his father. Students will need to thoughtfully process the text to understand the heroic theme.Knowledge Demands (life, content, cultural/literary): The knowledge demands are slightly complex because students from all backgrounds and experiences can comprehend the story.

Considerations for Reader and Task

Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this Text:

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Students can study the passage closely to find the theme of “hero” or other themes using evidence to support their answers

Students can focus on summarizing important details using evidence from the text

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Students can focus on the conflicting traits of Thesus to begin to form their own opinions

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Students can study this text in order to understand the common theme of “heroism” found in Greek Mythology and use details to compare and contrast with other myths and heroes through history.

Below are factors to consider with respect to the reader and task:Potential Challenges this Text Poses:

Although most of the text is in familiar language, some students will struggle with the strange names and words used in Greek mythology. This may cause some confusion for students struggling to keep people and places straight.

While searching for a theme in the story and defining Theseus as a hero or non-hero, some students may get a little lost in the details of Theseus’ conflicting acts of being a hero slaying the Minotaur and leaving Ariadne behind for his own selfish reasons.

Differentiation/Supports for Students:

Asking students to read the text and mark only Theseus actions or thoughts might help them focus on details that will be important when describing Theseus and if he’s a hero or not.

Allowing students time to debate their opinions back and forth in small groups will help some students who are struggling with forming an opinion using evidence.

A guideline for debating strategies and etiquette will be provided to all students to help maintain a controlled, safe debate.

Scaffolds and Extensions (Module 6)

UDL Components:

Multiple Methods for Presentation:

Videos, Charts, Diagrams

Powerpoints created to include visual enhancements and color highlighting important details

Multiple Methods for Participation:

Students will have some choices in a Center-type setting, choosing how to interact with information and vocabulary

Topics introduced to encourage participation include superheros to engage participation

Multiple Means of Expression:

Assignments are completed on the computer OR hand-written,

Summative assessment has many choices

Support for students who are ELL, have disabilities or read well below grade level text band: